Enhancing Diversity Learning Through Online Modules May 4, 2014 D. Scott Tharp, M.S.W. Associate Director, Center for Intercultural Programs Shanika Roberts Workshop Coordinator, Center for Intercultural Programs
2 Center for Intercultural Programs Mission Statement Social Justice Programming Area The Center for Intercultural Programs provides transformative curricular and Shanika co-curricular educational experiences (Established workshop that encourage students, faculty and partnerships) staff to think broadly and critically about cultural identity and adopt strategies to Blended diversity confront systems that do not recognize workshops the dignity of the individual. The Center also works with strategic campus Scott partners to support and advocate for (Emerging workshop substantive and culturally relevant partnerships; Online student engagement and leadership education modules development.
3 Social Justice Education Content & Pedagogy • Content • Pedagogies – Core Concepts & – Critical Race & Feminist Frameworks Terms – Cultural Competence – Consciousness Skill Development Raising – Empathy for Others / – Developmental Understanding Learning Paradigms Different Perspectives – Experiential Learning – Application to – Intergroup Dialogue Personal & From Adams, M. (2007). Pedagogical Frameworks for Professional Lives Social Justice Education. In Teaching for Diversity and Social Justice (2 nd Edition)
4 Online Education Modules Reason • Curriculum Design Reflect – Visual analogies for abstract concepts Respond – Dynamic presentation of conceptual relationships – Multiple learning styles (visual, auditor, and kinesthetic)
5 Online Education Module Initiative • Before Class • 4 Components – Watch “online tutorial” – Online Tutorials as pre-class reading – Learning Surveys – Complete learning survey – Supplemental CIP Staff review learning surveys to Handouts / Learning tailor live workshop as needed Resources • During Class – Live Workshop Curriculum – Participate in live workshop Current Partnerships: 1) College of Communication (ORGCOM 201); 2) College of Education (SCU 207); 3) Liberal Studies Program (LSP 320)
6 SCU 207 Pilot • Original Live Workshop • Revised Blended Workshop – Introductions & Guidelines (10 min) – Resistance to Social Justice – Introductions & Guidelines Education (10 min) (10 min) – Social Inequality Simulation (5 min) – Resistance to Social Justice Education (5 min) – Simulation Dialogue (30 min) – Social Inequality Simulation – Cultural Inequality Lecture (10 min) (5 min) – In/Out Group Identities Lecture & – Simulation Dialogue & Curricular Dialogue (15 min) Content Integration (50 min) – In/Out Group Identities Dialogue (10 min) • Online Module – Definition of Social Inequality, Privilege & Oppression 20 Extra Minutes – Resistance to Exploring Privilege and Oppression of Live Dialogue – Overview of Privileged and Oppressed Groups in the US
7 SCU 207 Pilot • Workshop Data • Online Module Data – 100% of students – 40-50% of students found the workshop to equated affirmative provide opportunities to action policies with engage concepts and social inequality terminology – 100% of students – 50% of students failed found the workshop to to identify social class provide opportunities to privilege apply relevant knowledge and/or skills – 100% of students would recommend the Revised workshop dialogue to explicitly workshop to a friend engage narratives on rugged individualism to address issues of racial and social class privilege and oppression
8 Next Steps 1) Continue / expand online module pilots with existing Questions or Follow-up? curricular workshops 2) Launch full integration of Scott Tharp online modules into 2014 Associate Director Fall Chicago Quarter courses dtharp1@depaul.edu 3) Identify new curricular workshop 773-325-4807 partners interested in blended diversity workshops / integrating Shanika Roberts online modules into classes Workshop Coordinator 4) Explore creation of 100% online srober31@depaul.edu diversity workshops 773-325-4379
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